| |
Science Education |
| |
-
SED 777 - Specialty Studies and Portfolio in Autism 3
This course addresses unique characteristics and identifies evidenced based practices appropriate for supporting students with autism. Candidates will explore and demonstrate knowledge of assessment and evaluation using informal and formal approaches, peer-reviewed strategies and measures, and the ability to select, modify, and administer standardized assessments for learners at risk or with autism. Emphasis is placed on candidates selection of an area of study that coincides with their professional leadership duties and interests in the area of Autism. An intensive project is developed and shared from multiple sources and professional experiences such as research, workshops, seminars and conferences. A professional portfolio is constructed to demonstrate the areas of expertise acquired and applied.
|
| |
-
SED 791AU - Final Directed Practicum: Autism 4
Candidates who are not currently employed complete their practicum on a fulltime basis, as they serve under a master teacher in their selected discipline within educational, social or medical service areas, for one semester. A university supervisor serves as facilitator and evaluator. Participation requirements address all professional duties and responsibilities as applied to the instruction and direction of effective service models and program standards for individuals who experience autism.
Take SED-775 SED-776;
Signature required; Graded C/NC; May not be audted; Students may take up to 2 semesters to complete the course; $40 materials fee
|
| |
-
SED 791ECA - Directed Teaching: Early Childhood (birth-age 3) 2
Students who are not currently employed by a school district or agency and wish to complete their student supervision on a full-time basis may serve as a student teacher under a master teacher for one semester. Participation is comprised of a full-day experience throughout the semester, embracing all aspects of the professional duties of the special education teacher.
Graded C/NC; May not be audited; Students may take up to 2 semesters to complete the course; Repeatable for credit; $40 materials fee
|
| |
-
SED 791ECB - Directed Teaching: Early Childhood (age 3-5) 2
Students who are not currently employed by a school district or agency and wish to complete their student supervision on a full-time basis may serve as a student teacher under a master teacher for one semester. Participation is comprised of a full-day experience throughout the semester, embracing all aspects of the professional duties of the special education teacher.
Graded C/NC; May not be audited; Students may take up to 2 semesters to complete the course; Repeatable for credit; $40 materials fee
|
| |
-
SED 792AU - Final Independent Practicum: Autism 4
Candidates who are employed complete their practicum while they serve individuals who experience autism in an educational, social or medical environment, for one semester. A university supervisor serves as the evaluator. Participation requirements address all professional duties and responsibilities as applied to the instruction and direction of effective service models and program standards for individuals who experience autism.
Take SED-775 SED-776;
Signature required; Students may take up to 2 semester to complete the course; Graded C/NC; $40 materials fee
|
Special Education |
| |
-
SPEC 600 - Education Specialist Seminars Seminar 3
Candidates will learn about English Language learners, including student culture, home language, skill, cognitive development and abilities of different student populations. Candidates will learn the importance of using strategy based teaching and learning in the classroom. Candidates will observe typically and atypically developing children in a variety of classroom settings including general and special education.
Students need 2 semesters to complete the course.
|
| |
-
SPEC 601 - Foundations, Health and Observations 3
Candidates will gain knowledge of historical, legal, philosophical and theoretical foundations of education and then address the development special education in American society. Candidates explore their own beliefs concerning students, knowledge, learning and the aim of education as a basis for understanding their roles as professional special educators. Candidates will develop an understanding of the psychological characteristics, cognitive styles, behavioral patterns and accompanying learning problems of exceptional children. Students learn to apply the concepts of these differences and their implications.
|
| |
-
SPEC 602 - Laws and Ethics in Special Education 3
An in-depth examination of federal and California laws that affect the lives and education of individuals who have disabilities, and with the ethics involved in providing services to this population. Through research reports, case studies, virtual presentations and discussions, candidates demonstrate understanding of students' and parents' legal rights and responsibilities in regards to the fields of education and special education. The legal and the ethical ramifications of various aspects of special education service provision and organization in California and the United States is examined. The Council for Exceptional Children's Code of Ethics is examined and discussed. Students are challenged to develop a personal code of ethics as it relates to their individual credentialing areas.
|
| |
-
SPEC 603 - Theology of Disability 1
Offers an overview of important theological themes related to disability and suffering. In this course, students are exposed to biblical texts, theological readings, and practical applications of those texts and readings, so that each student may begin formulating his or her own perspectives on God's intentions related to disability and suffering.
|
| |
-
SPEC 605 - Positive Behavior Support 3
Develops the needed skills to create an educational environment which utilizes Restorative Discipline practices to assure that students feel safe and secure, while being able to learn. Topics investigated include the continuum of behavior disorders, classroom organizational models, writing behavior intervention plans to address challenging behaviors, laws related to behavior and methods to establish the criteria for the manifestation determination of behavior. Candidates complete 25 hours of field study in a general education or special education classroom. Coupled with the other information learned in class and in collaboration with the site support team, students use their field study to identify a student/behavior problem, collect data, write an anecdotal report and develop a behavior intervention plan to extinguish challenging behavior and teach replacement behaviors.
|
| |
-
SPEC 606 - Medical Implications 2
An advanced study of professional, legal, ethical and historical practices, along with current issues and trends related to providing meaningful learning opportunities for teaching special populations, including students with physical/orthopedic disabilities other health-impaired, low incidence disabilities and multiple disabilities. Includes discussion and analysis of laws, procedural safeguards and regulations pertaining to the eligibility determination and education of exceptional individuals from birth through 22 years of age. Provides an overview of the educational, psychological and behavioral characteristics and needs of exceptional learners and their families, as well as best practices in implementing culturally, linguistically and developmentally appropriate interventions for teaching special populations in inclusive educational settings.
|
| |
-
SPEC 607 - Comparative Development 3
Explores both typical and atypical child development with a significant focus on cognition and language and the relationships between the two systems. Presents language as a social pragmatic process and communication as a complex system that impacts behavior, permformance and quality of life.
Special Education program students only; May not be audited
|
| |
-
SPEC 609 - Special Education: Roles and Responsibilities 3
This is an introduction course that addresses the legal and ethical practices of special education laws, assessments, Individual Education Program and inclusion practices. The candidate develops an awareness of methodologies for educating diverse learners, using assistive technology; communicating, collaborating and consulting individuals with special needs and their support systems; transition planning and typical vs. atypical development. Through research reports, practical applications, assessments, projects, case studies, presentations and class discussions the candidates demonstrate their knowledge and understanding of these topics.
Prerequisites: SPEC 600 , SPEC 601 , SPEC 602 , SPEC 603 , SPEC 604, SPEC 605 , SPEC 606 , SPEC 607 ;
Special Education program students only; May not be audited
|
| |
-
SPEC 610 - Transition: Mild/Moderate Disabilities 3
Addresses the transition of students with disabilities to employment, future living and post-secondary educational environments. Candidates learn laws, theory and practices related to transition that are applicable to individuals, infant through adulthood, in all areas of development. Addresses self-determination, interpersonal and community integration knowledge and skills, pertaining to students with mild/moderate disabilities and learning needs at the early intervention, elementary, middle school and high school levels. Candidates learn the relationship between assessment, transition, curriculum planning and selection. Assessment and evaluative practices emphasize the development of instruction that aligns with content standards and includes options for transition and equitable access to educational practices in general education. Assessments include person-centered planning, understanding of family, cultural backgrounds and contribution in diagnosis, ecological analysis and formal and informal assessments. Candidates demonstrate applied knowledge of principles and issues of transition assessment and planning for secondary-level students with disabilities in postsecondary education, employment (including supportive employment/entrepreneur), independent living, leisure/recreation and community living, needs assessment in curriculum, instructional strategies and collaboration among family and professionals.
Take SPEC-600 SPEC-601 SPEC-602 SPEC-603 SPEC-605 SPEC-606 SPEC-607;
|
| |
-
SPEC 611 - Transition: Moderate/Severe and Early Childhood 3
Candidates learn to demonstrate knowledge, skills and abilities to participate in collaborative teams that plan, implement and evaluate transition practices. Candidates learn laws and practices related to transition that are applicable to individuals, infant through adulthood, in all areas of development. Candidates learn the relationship between assessment, transition and curriculum planning and selection. Assessment and evaluative practices emphasize the development of instruction that aligns with content standards and includes options for transition and equitable access to educational practices in general education. Assessments include person-centered planning, understanding of family, cultural backgrounds and contribution in diagnosis, ecological analysis, and formal and informal assessments in the IFSP/IEP implementation and interventions. Candidates learn to develop goals, objectives and instructional strategies that ensure participation in meaningful general education core curriculum, as well as community-based instruction. Candidates learn instructional strategies that address teaching self-determination and expression skills.
Take SPEC-600 SPEC-601 SPEC-602 SPEC-603 SPEC-605 SPEC-606 SPEC-607;
|
| |
-
SPEC 612 - Curriculum and Technology for Mild Moderate 3
Candidates for the education specialist credential in mild/moderate disabilities learn to access and adapt the general education core curriculum for special education students. The curriculum development and implementation practices include adaptions for special educational needs, application of learning theories and instructional methods for linguistically and culturally diverse students. In addition, this course introduces and applies new knowledge in the areas of technology. Students are required to incorporate technology into their lessons, including Microsoft Office, Word, Excel, Publisher and PowerPoint along with curriculum-based software and assistive technology tools. Provides support to candidates during their practicum course work.
|
| |
-
SPEC 613 - Curriculum and Technology for Moderate/ Severe Disabilities 4
Addresses the basic concepts that are the foundation for understanding the patterns of learning and cognition, mobility, behavior, social abilities and language of students with moderate to severe disabilities. Addresses equal opportunity, social justice and human rights of individuals with moderate to severe disabilities through research, education and advocacy. Emphasis is placed on the assessment and curriculum foundations for classrooms serving individuals with such needs and how assistive technology supports access to learning environments, mobility and transition. Augmentative communication is addressed as the scaffold that promotes engagement and instructional meaning and relevancy for students. Candidates understand how assessment drives planning for interventions and the importance of family, law and current research in developing systems of support.
Take SPEC-600 SPEC-601 SPEC-602 SPEC-603 SPEC-605 SPEC-606 SPEC-607 SPEC-609 SPEC-611;
|
| |
-
SPEC 615 - Curriculum and Technology for Early Childhood Educators 3
A comprehensive study of early childhood special education curriculum and interventions. Technology to support access to mobility, curriculum and social opportunities are explored. Special emphasis is given to curriculum and interventions that target areas of development, assistive technology as it can support communication and access, social and cognitive experiences, assessment and the use of materials for instructional purposes in early intervention home or school settings and preschool environments.
Take SPEC-600 SPEC-601 SPEC-602 SPEC-603 SPEC-605 SPEC-606 SPEC-607 SPEC-609 SPEC-611;
|
| |
-
SPEC 620 - Early Childhood: Program Design and Development 3
A thorough examination of historical and current theoretical frameworks, using evidence-based practices in the field of early childhood and the education of young children with special needs. Through research reports, case studies, video presentations, group discussions and reflection, candidates demonstrate an understanding of effective practices, policies and standards for successful early childhood special education programs. Key topics include historical perspectives in early childhood; the key role of relationships with families and professionals, as well as understanding the caregiver-child dyad; service delivery models, including relationship-based, family focused, transdisciplinary consultation and direct-service delivery models; supportive natural learning environments/settings and current legal and regulatory guidelines, roles and responsibilities that guide the field of early childhood special education.
|
| |
-
SPEC 681 - Directed Initial Practicum and Seminar 2
A requirement for special education credential candidates seeking an education specialist credential. Eight-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
Take SPEC-609;
Students may take up to 2 semesters to complete the course; Graded C/NC; May not be audited; $40 materials fee
|
| |
-
SPEC 682 - Directed Final Practicum and Seminar 4
Requirement for special education credential candidates, seeking an education specialist credential. A twelve-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
Students may take up to 2 semesters to complete the course; Graded C/NC; May not be audited; $20 materials fee
|
| |
-
SPEC 689 - Independent Teaching Support 2
This course is designed to provide support to students who have been hired by a school district on a Short-term Permit or Prospective Intern Permit. Students are provided with a University Mentor who provides support and guidance throughout the term. Candidates may enroll in this course(as advised) each term they are enrolled in the credential program.
Graded C/NC; May not be audited; Repeatable for credit
|
| |
-
SPEC 690 - Intern Support 2
Education credential specialist candidates (M/M, M/S, PHI, EC)who are currently employed by a school district in an intern capacity are required to enroll in this course each term that they are enrolled in the FPU preliminary credential program and are working as an intern. This is required up to Term 4 of their program. Students are provided with a university mentor who meets with students at the student's school site four to six times minimum.
Graded C/NC; May not be audited; Repeatable for credit; $20 materials fee
|
| |
-
SPEC 691 - Initial Intern Practicum and Seminar 2
A requirement for special education credential candidates seeking an education specialist credential. Twelve-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
Students may take up to 2 semesters to complete the course; Graded C/NC; May not be audited; $20 materials fee
|
| |
-
SPEC 692 - Intern Final Practicum and Seminar 4
A requirement for special education credential candidates seeking an education specialist credential. Twelve-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
Graded C/NC; May not be audited; Students may take up to 2 semesters to complete the course; Repeatable for credit; $40 materials fee
|
| |
-
SPEC 693 - Final Independent Practicum and Seminar 4
See Academic Catalog for prerequisites. Final practicum is a requirement for special education credential candidates seeking an education specialist credential. Initial practicum is a 12-week supervised placement. Concurrent seminar covers topics relevant to candidate placement. A $40 fee is attached to this course.
Graded C/NC; May not be audited; Students may take up to 2 semesters to complete the course; Repeatable for credit; $40 materials fee
|
| |
-
SPEC 700 - Education Specialist Orientation 1
A one-weekend course to assist students in fully understanding the demands of the special education field. Students explore their areas of strength and how to use those strengths to be leaders at their school sites. Students learn about best practices research and how to access research that reflects best practices through Fresno Pacific University's E-library. In addition, students are introduced to APA formatting. Direct instruction and group activities, along with self-reflection and peer sharing, help students connect with one another.
|
| |
-
SPEC 705 - Positve Behavior Support 3
Recommended prior cousework: SPEC-720. Develops the needed skills to create an educational environment in which students feel safe and secure, while being able to learn. Topics investigated include the continuum of behavior disorders, classroom organizational models, writing behavior support plans to address problem behaviors, laws related to behavior and methods to establish the criteria for the manifestation determination of behavior. Candidates complete 30 hours of field study in a general education classroom. Coupled with the other information learned in class and in collaboration with the general education teacher, students use their field study to identify a student/behavior problem, collect data, write an anecdotal report and develop a behavior support plan to extinguish behavior problems and teach replacement behaviors.
|
| |
-
SPEC 706 - Medical Implications 2
An advanced study of professional, legal, ethical and historical practices, along with current issues and trends related to providing meaningful learning opportunities for teaching special populations, including students with physical/orthopedic disabilities other health-impaired, low incidence disabilities, and multiple disabilities. Includes discussion and analysis of laws, procedural safeguards and regulations pertaining to the eligibility determination and education of exceptional individuals from birth through 22 years of age. Provides an overview of the educational, psychological and behavioral characteristics and needs of exceptional learners and their families, as well as best practices in implementing culturally, linguistically and developmentally appropriate interventions for teaching special populations in inclusive educational settings.
Take SPEC-700 SPEC-701 SPEC-702 SPEC-703 EDUC-643 or SPEC-620;
Signature required; May not be audited
|
| |
-
SPEC 707 - Comparative Development 3
This course explores typical and atypical childhood developmental domains with a significant focus on cognition and language processes across a number of environmental contexts. The course presents language as a social pragmatic process and communication as a complex system which impacts behavior, learning, performance and quality of life.
|
| |
-
SPEC 708 - Abstract, Critical and Technical Writing 2
Provides concentrated and direct instruction to candidates in the areas of scholastic writing ability and cognitive complexity. Skills gained from this course enhance performance on research assignments thoughout the candidates' respective programs. Provides instruction in the use of APA formatting, as well as the organization, logical sequencing and stylistic conventions of scholastic writing.
Take EDRH-794;
|
| |
-
SPEC 709 - Special Education: Roles and Responsibilities 3
This is an introduction course that addresses the legal and ethical practices of special education laws, assessments, Individual Education Program and inclusion practices. The candidate develops an awareness of methodologies for educating diverse learners, using assistive technology; communicating, collaborating and consulting individuals with special needs and their support systems; transition planning and typical vs. atypical development. Through research reports, practical applications, assessments, projects, case studies, presentations and class discussions the candidates demonstrate their knowledge and understanding of these topics.
|
| |
-
SPEC 710 - Transition for Mild/Moderate Disabilities 3
Addresses the transition of students with disabilities to employment, future living and post-secondary educational environments. Candidates learn laws, theory and practices related to transition that are applicable to individuals, infant through adulthood, in all areas of development. Addresses self-determination, interpersonal and community integration knowledge and skills, pertaining to students with mild/moderate disabilities and learning needs at the early intervention, elementary, middle school and high school levels. Candidates learn the relationship between assessment, transition, curriculum planning and selection. Assessment and evaluative practices emphasize the development of instruction that aligns with content standards and includes options for transition and equitable access to educational practices in general education. Assessments include person-centered planning, understanding of family, cultural backgrounds and contribution in diagnosis, ecological analysis and formal and informal assessments. Candidates demonstrate applied knowledge of principles and issues of transition assessment and planning for secondary-level students with disabilities in postsecondary education, employment (including supportive employment/entrepreneur), independent living, leisure/recreation and community living, needs assessment in curriculum, instructional strategies and collaboration among family and professionals.
|
| |
-
SPEC 712 - Curriculum and Technology for Mild Moderate 3
Candidates for the education specialist credential in mild/moderate disabilities learn to access and adapt the general education core curriculum for special education students. The curriculum development and implementation practices include adaptions for special educational needs, application of learning theories and instructional methods for linguistically and culturally diverse students. In addition, this course introduces and applies new knowledge in the areas of technology. Students are required to incorporate technology into their lessons, including Microsoft Office, Word, Excel, Publisher and PowerPoint along with curriculum-based software and assistive technology tools. Provides support to candidates during their practicum course work.
|
| |
-
SPEC 713 - Curriculum and Technology for Moderate/ Severe Disabilities 4
Addresses the basic concepts that are the foundation for understanding the patterns of learning and cognition, mobility, behavior, social abilities and language of students with moderate to severe disabilities. Addresses equal opportunity, social justice and human rights of individuals with moderate to severe disabilities through research, education and advocacy. Emphasis is placed on the assessment and curriculum foundations for classrooms serving individuals with such needs and how assistive technology supports access to learning environments, mobility and transition. Augmentative communication is addressed as the scaffold that promotes engagement and instructional meaning and relevancy for students. Candidates understand how assessment drives planning for interventions and the importance of family, law and current research in developing systems of support.
Take SPEC-700 SPEC-701 SPEC-702 SPEC-703 SPEC-704 SPEC-705 SPEC-706 SPEC-707 SPEC-709 SPEC-711;
|
| |
-
SPEC 715 - Curriculum and Technology for Early Childhood Educators 3
A comprehensive study of early childhood special education curriculum and interventions. Technology to support access to mobility, curriculum and social opportunities are explored. Special emphasis is given to curriculum and interventions that target areas of development, assistive technology as it can support communication and access, social and cognitive experiences, assessment and the use of materials for instructional purposes in early intervention home or school settings and preschool environments.
|
| |
-
SPEC 719 - Initial Clear Induction 1
This course is designed to provide an opportunity for each candidate who has earned the preliminary education specialist credential: mild/moderate, moderate/severe, physical and health impairments, or early childhood special education; the candidate's school site mentors; and a university support provider to met and collaboratively develop the candidate's individual induction plan (IIP). They assist in the implementation and evaluation of course activities. Candidates complete a series of situated learning activities, building upon their preliminary credential experience. Formative Assessment for California Teachers (FACT) is used throughout the course. In the final meeting of this course, a written IIP document will be completed that will guide and document the planned clear induction program of the candidate.
Students may take up to 2 semesters to complete the course; Graded C/NC; May not be audited
|
| |
-
SPEC 720 - Early Childhood: Program Design and Development 3
A thorough examination of historical and current theoretical frameworks, using evidence-based practices in the field of early childhood and the education of young children with special needs. Through research reports, case studies, video presentations, group discussions and reflection, candidates demonstrate an understanding of effective practices, policies and standards for successful early childhood special education programs. Key topics include historical perspectives in early childhood; the key role of relationships with families and professionals, as well as understanding the caregiver-child dyad; service delivery models, including relationship-based, family focused, transdisciplinary consultation and direct-service delivery models; supportive natural learning environments/settings and current legal and regulatory guidelines, roles and responsibilities that guide the field of early childhood special education.
|
| |
-
SPEC 721 - Special Education Assessment 3
Provides candidates with a foundation of knowledge and skills for conducting proficient and reliable assessments for all students. Candidates learn to analyze, integrate and apply formal and informal assessment results.
|
| |
-
SPEC 727 - Coordination of Special Education Services 3
Candidates shall satisfactorily demonstrate the skills, knowledge and performance competencies identified for each of the objectives of the coordination function.
|
| |
-
SPEC 727APE - Final Independent Practicum: Adapted Physical Education 4
Candidates participate in supervised and supported experiences within a range of the service delivery system, the providers of such services and parents and families, including experiences in general physical education. The experiences reflect a diversity of age and grades, federal disability categories and the continuum of special education services within the adapted physical education setting. These experiences are the culminating placement in which the candidate works toward assuming full responsibility for the provision of services in the adapted physical education credential authorization. Candidates demonstrate competency in all standards within the adapted physical education added authorization program.
|
| |
-
SPEC 749 - Physical, Health, and Intellectual Impairments 3
This course provides an opportunity to learn about those individuals who experience physical, health, and/or intellectual impairments. Students study in-depth psychological, sociological, and vocational aspects of the programs designed to serve this population.
|
| |
-
SPEC 750 - Advanced Learning Theory and Brain Research 3
This course is designed to provide students with a solid overview of neuropsychological development, especially as it pertains to the functional integrity of cognitive processes associated with learning. Implications for the development of intervention plans and the use of effective instructional strategies for people with brain dysfunction will be explored. The course has a fieldwork component.
|
| |
-
SPEC 755 - Autism Spectrum Disorders 3
This course addresses the concepts in autism research and education that are the foundation for understanding the patterns of behavior, social abilities, and language difficulties in students with autism spectrum disorders.
|
| |
-
SPEC 760 - Advanced Collaboration, Consultation and Inclusion 3
This course is designed to allow students to learn, discuss and apply the most current research concerning the topics of collaboration, consultation and inclusion as it relates to children served through special education services and their specialized learning needs in school, home and the greater society. The course allows students to collaborate with teachers, colleagues, service providers, and peers to assure that the candidate is able to provide necessary services to students in their Least Restrictive Environment regarding Case management, Consultation and collaboration, Co-teaching and/or Professional Learning Communities. The course allows students to develop skills needed to maintain well-managed environments that foster an individual's physical, cognitive, emotional and social well-being in safe, inclusive and healthy learning environments.
|
| |
-
SPEC 762 - Characteristics of Students in Adapted Physical Education 3
This course provides opportunities for the candidate to identify students with a disability who may qualify for adapted physical education services, including but not limited to characteristics associated with motor behavior and neurological or other physiologically-based conditions and physiological performance. The candidate demonstrates knowledge and application of kinesiology and motor development to assess students' eligibility for adapted physical education services. As a member of the IEP team, the adapted physical education teacher identifies the disability categories as identified in IDEA or under a Section 504 plan and applies these to the characteristics presented by the student for effective instruction.
|
| |
-
SPEC 763 - Motor Behavior As Applied to Adapted Physical Education 3
Provides opportunities for the candidate to demonstrate knowledge of the principles and patterns of typical and atypical human growth and motor development across the lifespan in order to select appropriate, safe and effective teaching strategies and activities for individuals with a variety of disabilities. In addition, the course provides candidates instruction in the principles of neurological development, motor learning, motor control and perceptual motor development as they apply to the effective instruction of individuals with disabilities.
|
| |
-
SPEC 764 - Scientific Principles of Human Behavior 3
Provides opportunities for the candidate to demonstrate the knowledge and application of scientific principles of exercise and movement. This includes an understanding of the impact of disease, medication and musculoskeletal and neurological conditions on the physiological and biomechanical performance of individuals with disabilities.
|
| |
-
SPEC 765 - Adpated Physical Education: Roles and Responsibilities 3
This is an introduction course that addresses the legal and ethical practices of adapted physical education, including laws, assessments, Individual Education Program (IEP), transition planning and effective communication and collaborative practices. Provides candidates information on laws and regulations as they pertain to promoting teacher behavior that is positive and self-regulatory, as well as promoting safe physical educational environments. Provides opportunities for candidates to plan, implement and evaluate transitional life experiences in physical activity for students with disabilities and collaborate with community/educational personnel.
Take SPEC-762 SPEC-763 SPEC-764;
|
| |
-
SPEC 767 - Adapted Physical Education: Curriculum and Technology 3
Provides instruction in understanding and acceptance of differences, pertaining to individuals with disabilities as they are served in physical education. Addresses the basic concepts that are the foundation for understanding the patterns of learning and cognition, mobility, behavior, social abilities and language of students with physical and other health problems. Candidates explore assessment, assistive and augmentative communication supports.
Take SPEC-762 SPEC-763 SPEC-764;
|
| |
-
SPEC 770 - Foundations for Working With Students With Emotional Disturbance Disorders 3
Candidates will identify the definitions, causes, characteristics of and interventions for students with emotional disorders from multiple points of view and conceptual orientations. Course includes the legal and political issues surrounding eligibility for Special Education services, and an overview of the community resources for augmenting service options for students.
Signature required; May not be audited
|
| |
-
SPEC 771 - Empathetic Teaching and Therapeutic Communication 3
Recommneded prior coursework: SPEC-605/705, SPEC-703. Allows candidates to demonstrate proficiency in evidence-based knowledge, skills and abilities, using multi-faceted strategies and interventions, using empathic and therapeutic teaching methods to engage students with emotional or behavioral disorders emotionally, socially and academically. Candidates use therapeutic communication skills to collaborate with students, families and service providers. Addresses issues of teacher disposition and insight in relating to students with emotional or behavioral disorders, including a faith-based approach to meeting student needs.
Signature required; May not be audited
|
| |
-
SPEC 772 - Instruction and Collaboration in the Classroom for Students With Emotional Or Behavioral Disorders 3
Recommneded prior coursework: SPEC-605/705, SPEC-703. Addresses current issues, research, trends and practices, such as systems of care and general education inclusion and reintegration for the education of students with emotional or behavioral disorders. Candidates use assessment data to design relevant and meaningful curriculum for students with emotional or behavioral disorders in the areas of academic skills, affective development, social skills, self-management, study skills, vocational skills and behavior and impulse control. Candidates also implement a variety of instructional strategies, including project-based learning.
Signature required; May not be audited
|
| |
-
SPEC 791APE - Final Directed Practicum: Adapted Physical Education 4
Candidates participate in supervised and supported experiences within a range of the service delivery system, the providers of such services and parents and families, including experiences in general physical education. The experiences reflect a diversity of age and grades, federal disability categories and the continuum of special education services within the adapted physical education setting. These experiences are the culminating placement in which the candidate works toward assuming full responsibility for the provision of services in the adapted physical education credential authorization. Candidates demonstrate competency in all standards within the adapted physical education added authorization program.
Take SPEC-765 SPEC-767;
Signature required; Graded C/NC; May not be audited; $40 materials fee
|
| |
-
SPEC 791EC - Final Directed Practicum: Early Childhood 4
Students who are not currently employed by a school district or agency and wish to complete their student supervision on a full-time basis may serve as a student teacher under a master teacher for one semester. Participation is comprised of a full-day experience throughout the semester, embracing all aspects of the professional duties of the special education teacher.
Graded C/NC; May not be audited; Students may take up to 2 semesters to complete the course; Repeatable for credit; $40 materials fee
|
| |
-
SPEC 791ED - Final Directed Practicum: Emotional Disturbances 4
Recommended prior coursework: SPEC-605/705, SPEC-703. Students who are not currently employed by a school district or agency and wish to complete their student supervision on a fulltime basis may serve as a student teacher under a master teacher. Participation is comprised of a full-day experience throughout the semester, embracing all aspects of the professional duties of the special education teacher.
Take SPEC-770 SPEC-771;
Signature required; Repeatable for credit; Graded C/NC; May not be audited; $40 materials fee
|
| |
-
SPEC 792APE - Final Independent Practicum: Adapted Physical Education 4
Candidates participate in supervised and supported experiences within a range of the service delivery system, the providers of such services and parents and families, including experiences in general physical education. The experiences reflect a diversity of age and grades, federal disability categories and the continuum of special education services within the adapted physical education setting. These experiences are the culminating placement in which the candidate works toward assuming full responsibility for the provision of services in the adapted physical education credential authorization. Candidates demonstrate competency in all standards within the adapted physical education added authorization program.
Take SPEC-765 SPEC-767;
Signature required; May not be audited; $40 materials fee
|
| |
-
SPEC 792EC - Final Independent Practicum: Early Childhood 4
Candidates for the education specialist credential in mild/moderate disabilities participate in a supervised field experience, providing educational services to pupils who have mild/moderate disabilities. The candidate works under the collaborative mentorship of a university supervisor and a district mentor teacher. The candidate will develop and demonstrate skills required of the professional special educator.
Graded C/NC; May not be audited; Students may take up to 2 semesters to complete the course; Repeatable for credit; $40 materials fee
|
| |
-
SPEC 792ED - Final Independent Practicum: Emotional Disturbance 4
Recommended prior coursework: SPEC-605/705, SPEC-703. Candidates who are employed complete their practicum while they serve individuals in an early childhood special education educational, social or medical environment for one semester. A university supervisor serves as the evaluator. Participation requirements address all professional duties and responsibilities as applied to the instruction and direction of effective service models and program standards.
Take SPEC-770 SPEC-771;
Signature required; Repeatable for credit; Graded C/NC; May not be audited; $40 materials fee
|
| |
-
SPEC 794 - Physical, Health & Intellectual Impairments 3
This course provides an opportunity to learn about those individuals who experience physical, health, and/or intellectual impairments. Students study in-depth psychological, sociological and emotional aspects of programs designed to serve this population.
|
| |
-
SPEC 795 - Final Clear Induction 1
This is the final course in the in the clear induction of the education specialist credential program. Candidates demonstrate progress and share ideas regarding the development of their portfolios. During the final meeting, candidates present their portfolios for evaluation and for the individual induction plan (IIP) team to meet and evaluate the candidate's clear induction program, and to design a professional development plan for the candidate as he/she enters the profession. Candidates work independently, with consultation by the support provider and university faculty, in preparing portfolios and completing the required performance evidence for having met the goals of the IIP.
Students may take up to 2 semesters to complete the course; Graded C/NC; May not be audited
|
| |
-
SPEC 796 - Leadership & Communication 1
Students will acquire knowledge and skills to be effective change agents by learning to first identify dysfunctional team attributes, secondly the value in a vision, and thirdly the steps needed to lead a team which can foster change. Students will also explore leadership styles which are effective in leading diverse populations and ability groups.
|
| |
-
SPEC 797 - Continuous Registration 0
Students who do not complete the project or thesis within the semesters they have registered are required to register for continuous registration each semester until the project/thesis has been satisfactorily completed. Registration for 797 is equivalent to 1 unit of tuition.
|
| |
-
SPEC 798 - Project/Thesis Proposal Introduction 3
A student electing to complete a thesis is involved in a supervised independent inquiry. Involves constructing knowledge, providing enhanced understanding or further illuminating the theory upon which the inquiry is built. The student works with a faculty advisor in selecting appropriate procedures, standards and formats for conducting and reporting the investigation, so that it conforms to accepted practices in academic research within the discipline. Students collaborate online and face-to-face with the faculty advisor to share and discuss the progress of the project.
May not be audited; Students may take up to 2 semesters to complete the course.; $60 materials fee
|
| |
-
SPEC 799 - Project/Thesis 1 unit
This course serves to support students as they complete the capstone or participatory action research thesis. Students will have completed a final draft of chapters 1-3 during their enrollment in SPEC 787 or SPEC 798 , and ED 771 . This is the final course that leads to a master of arts in special education.
Prerequisites: ED 771 ;
May not be audited; Students may take up to 2 semesters to complete the course.; $60 materials fee
|
Sports Administration |
| |
-
SPA 700 - Sport Career Development 3
Students will learn the fundamental principles and techniques of career development, undergo a career analysis to determine their current market value, learn how to network, build a personal brand, and develop a strategic sport career plan to differentiate themselves from others in the sport industry.
|
| |
-
SPA 705 - Sport Marketing 3
Application of marketing constructs in the analysis and solution of sport marketing problems. Addresses principles and guiding precepts of how sport-based organizations market their product and services.
|
| |
-
SPA 710 - Sport Revenue and Finance 3
Examination of sport revenue streams, with emphasis on how to increase revenue via sport fundraising, sales, sponsorship, promotion, and licensing.
|
| |
-
SPA 715 - Sport Leadership and Administration 3
Examination of the concepts relating to efficient management and leadership of the sport industry. Emphasis is placed on principles and techniques of management relating to programs, facilities, special events and personnel.
|
| |
-
SPA 720 - Sport Sales and Sponsorship 3
Examination of the principles related to sales, sponsorship, promotion and licensing as they apply to the sport industry.
|
| |
-
SPA 792A - Sport Administration Professional Development I 3
Individually structured work experience guided by faculty member. Students will integrate their academic experience with that of the work place to demonstrate competency in sport administration.
Graded C/NC; May not be audited
|
| |
-
SPA 792B - Sport Administration Professional Development II 3
Individually structured work experience guided by faculty member. Students will integrate their academic experience with that of the work place to demonstrate competency in sport administration.
Graded C/NC; May not be audited
|
Theology |
| |
-
THEO 705 - Christian Thought 2-3
An introduction to the study of Christian thought as well as the nature and task of theology in relationship to the use of Scripture, to the major themes of the Christian faith and to a confessional understanding of theology.
|
| |
-
THEO 710 - Spiritual Memoirs 1-3
Explores Christian faith formation in both classical and contemporary understanding. Seeks to nurture an awareness of, and commitment to, the practices of faith that deepen our relationship with God. Serves as an inquiry into contemporary faith and the nature of theological reflection. Through the stories of others (the spirtual memoirs), students are invited to reflect on their own lives and to interact with the theological assumptions of the authors/books chosen.
|
| |
-
THEO 715 - Anabaptist Mennonite Brethren Studies 3
Explores the historical and theological development of the sixteenth-century Anabaptist movement as well as the emergence of the Mennonite Brethren Church in Russia and its subsequent development in North America.
|
| |
-
THEO 718 - Following Jesus, Living Out the Implications 3
A study of the biblical and theological basis of following Jesus and the resulting ethical postures that enable a church community to become an alternative culture that resists forces of alienation and death in our society.
|
| |
-
THEO 720 - Technology, Theology & Spirituality 1.5
Investigates how technological "advancements" shape our lives and the blessing and curses that result. Attention will be given to a theological understanding of human technologies; investigates how to live faithfully by making full use of various tools without conforming to the powers of evil.
|
| |
-
THEO 725 - Investigating Western Culture and Local Contexts 1.5
As followers of Jesus who seek to live in the world without conforming to the powers of evil, students engage key ideas, philosophies, societal trends, and technological advancements that have fed the emerging post-Christian climate in North America. Students will develop an overview of what is happening in the West as well as learn the skills necessary to interpret their own local ministry context to further appropriate ministry strategies.
|
| |
-
THEO 730 - Discipleship and Ethics 2-3
A study of the theological basis and practical application of Christian ethics that enables a church community to become an alternative culture that resists forces of alienation and death in our society. Time is also devoted to learning a method for using Scripture in making ethical decisions.
Take BIB-720;
|
| |
-
THEO 734 - Contemporary Theology 3
A study of major 20th century theological paradigms that have shaped contemporary theology and an exploration of various theological responses to the current situation at the start of the 21st century.
Take THEO-705;
|
| |
-
THEO 736 - Violence/Non-Violence 3
A study of the ways in which violence, nonviolence and justice are understood in the Bible and the church: the changing shape of recent Christian responses and the implications of those changes for how we respond to violence in various areas of life.
|
| |
-
THEO 740 - Global Christian Theologies 3
The emphasis in the course is on the dynamic relationship between the Gospel and its cultural context. Students reflect on both the content and method of contextual theologies primarily through the writings of African, Asian and Latin American theologians, as well as through the work of some North American and European theologians who are intentionally contextualizing their theology. Includes an exercise in doing contextual theology.
|
| |
-
THEO 742 - Theological Understandings of Jesus 2-3
Covers various theological understandings of Jesus as expressed in biblical, historical and contemporary texts. Attention is given to exploring pastoral and missional implications arising from different ways of understanding the person and work of Jesus, especially the atonement.
Take THEO-705;
|
| |
-
THEO 744 - Society, Religion and God 3
An inquiry into contemporary faith and the nature of God in light of major transitions in society, religion and theology. Engages students in an exploration of the diversity and complexity of contemporary dialogue concerning God.
Take THEO-705;
|
| |
-
THEO 750 - Church in England 3
This course is an overview of Christianity in England from its inception during the roman occupation to the present. It will be divided into three historical periods to be covered over each of the three weekends: 1) the beginning of Christianity in Britain through the middle ages, 2) the pre-reformation to the restoration and 3) the enlightenment through ecumenism.
|
| |
-
THEO 752 - Presbyterian Polity 3
An introduction to the the theology and practice of how the Presbyterian Church (USA)lives out its ideals of being a community of believers. Presentations, interactive discussions, small groups, case studies and onsite observations are used to help students understand and apply the concepts of the Presbyterian Book of Order to real life situations with pastoral sensitivity and missional understanding. Helps students undertand how to live out the historic Presbyterian principles in today's context of ministry in a world of discontinuous change.
|
| |
-
THEO 754 - Reformed Theology I 3
|
| |
-
THEO 755 - Reformed Theology II 3
Take THEO-754;
|
| |
-
THEO 757 - Presbyterian Reformed History and Confessions 3
Focuses on the history of the Presbyterian churches in the context of the Reformed tradition of Christian life, piety, theology and action. Pays particular attention to the confessional tradition of the churches as collected in the Presbyterian Church (U.S.A.) Book of Confessions, to the American context as it grew out of the Reformations of the sixteenth and seventeenth centuries and to the world-wide missionary and ecumenical movements of the nineteenth and twentieth centuries. Thus from the American Presbyterian experience, the course works back to the European origin and development of the more broadly Reformed movement, and works beyond and forward to to world developments and connections.
|
| |
-
THEO 760 - Evangelical Anabaptist Confessions of Faith 3
An exploraton of the core beliefs and values of the Mennonite Brethren Church. While some attention is given to those convictions shared with the wider Christian community, primary emphasis is placed on those view more distinctive to the Mennonite Brethren (eccesiology, peac and non-violence, piety, etc.)
|
| |
-
THEO 799 - Thesis 3-6
An in-depth study of a specifically defined topic. A thesis proposal must be approved by a faculty advisor and by the academic committee.
May not be audited
|
CPD - Art |
| |
-
ART 900 - Elementary Art: Drawing Magic 3 Units
Experience exciting and unusual approaches to drawing for all grade levels
Center for Professional Development students only.
|
| |
-
ART 901 - Bulletin Boards and Room Environments 3 Units
Complete 14 show-stopping bulletin boards and environmental decorations using commonly available materials, and learn four simple approaches to attractive bulletin board lettering. Holiday and seasonal themes are included.
Center for Professional Development students only.
|
| |
-
ART 903 - Building Self-Esteem through Elementary Art 3 Units
Assist your students in developing a concrete realization of their own uniqueness and worth. Help students develop their own creative skills, learn to appreciate the artistic work and efforts of others and recognize the importance of their own ideas, feelings and contributions.
Center for Professional Development students only.
|
| |
-
ART 904 - Ideas to Draw From 3 Units
Begin your journey to a more vibrant and successful classroom today! This practical and empowering course is specifically designed for the educator who longs to bring the joy and power of art into their classroom, but does not know how to begin. Each experience includes many ideas for easy integration into other curriculum areas.
Center for Professional Development students only.
|
CPD - Athletics |
| |
-
ATH 900 - Successful Fundraising for Athletics 3 Units
Gain ideas for successful athletic fundraising and promotion as well as the understanding necessary to design and implement your own fund raising efforts.
Center for Professional Development students only.
|
| |
-
ATH 901 - Coaching: Enhancing Motivation 3 Units
Successful sport performance is significantly tied to the psychological dimension of motivation. Examine the major relevant areas of motivation as they pertain to athletic performance and achievement.
Center for Professional Development students only.
|
| |
-
ATH 903 - Coaching: General Principles and Fundamentals 3 Units
Think about the necessary elements of successful coaching beyond simply the skill requirements of a respective sport. Improve your ability to organize, lead, motivate, teach, relate and evaluate your athletes, as well as function as administrator, leader, teacher and psychologist.
Center for Professional Development students only.
|
| |
-
ATH 903 - Coaching: Leadership and Team Cohesion 3 Units
Study the elements of leadership and the development of team cohesion from the perspectives of 1) developing the desire for group/team success within individuals, 2) giving effective guidance and direction in shaping group/team motives and 3) improving group/team performance cohesion.
Center for Professional Development students only.
|
| |
-
ATH 904 - Coaching: General Principles and Fundamentals 3 Units
Think about the necessary elements of successful coaching beyond simply the skill requirements of a respective sport. Improve your ability to organize, lead, motivate, teach, relate and evaluate your athletes, as well as function as administrator, leader, teacher and psychologist.
Center for Professional Development students only.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
|
Print this Page